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Exam helpline opens to support Scottish pupils on results day

Posted 27.07.23 by Alice Hinds

Scottish pupils will be able to access free, impartial career advice after receiving their exam results via a dedicated helpline offered by Skills Development Scotland (SDS).

The SDS Results Helpline will remain open from 8am on Tuesday 8 August until Friday 11 August, providing advice for any worried parents, carers and pupils, who will have just received final grades for Higher, National and Advanced exams.

More than 30 expert careers advisers from across Scotland will be on hand to assist around 144,000 school pupils, and answer questions on everything from securing a college or university place through clearing to finding apprenticeships, jobs and volunteering opportunities, while also providing reassurance if results haven’t been as expected.

Education Secretary Jenny Gilruth said: “Results day can be a very emotional one for pupils, parents and carers, so the opportunity to speak directly with someone who can offer impartial, expert advice on your options can be really valuable.

“Whatever your results, there are options out there for you. I would encourage anyone with any concerns, no matter how small, to phone the SDS careers experts.”

With approximately 80% of all calls usually received within the first two days after results are made available, the Results Helpline will be open for 12 hours (8am to 8pm) on 8 and 9 August, before being reduced to normal working hours (9am to 5pm) on 10 and 11 August.

SDS works with the Scottish Government, Scottish Qualifications Authority, UCAS and Developing the Young Workforce (DYW) to support pupils during results time, and Sharon McIntyre, Head of Career Information, Advice and Guidance Operations at the national skills agency, says there are a “breadth of options open” to school-leavers.

She added: “It’s important to reassure people that no matter what their results are, our advisers are there to provide expert advice. Even after the Results Helpline closes, people of all ages can still get great advice anytime from our careers advisers across the country, in school or through our local centres and community venues, as well as online at My World of Work.”

Call the SDS Results Helpline on 0808 100 8000 or click here to visit the website: www.skillsdevelopmentscotland.co.uk

A computer screen with a coding programme open. In front of that is a laptop, with a woman's hand and arm in shot, pointing at something on its screen

News: Pupils encouraged to learn digital technologies with new funding

Posted 8 February, 2023 by Nina Joynson

Applications are open for a digital fund that supports tech initiatives which enhance the development of young people's digital skills.

Now in its eighth year, the Digital Xtra Fund has opened applications for schools and organisations looking to access funding towards extracurricular digital skills education.

Improving digital skills

Launched in 2016, the fund has so far secured almost £1 million to deliver coding and tech clubs and initiatives across Scotland.

The fund was established to increase the number of young people who study tech-related disciplines and further tech careers by encouraging Scottish pupils to learn digital and computing skills.

In the 2022/23 round, the Digital Xtra Fund is supporting 45 initiatives across 24 local authorities, and projects that more than 7,400 young people will be engaged, including a 50% take-up by girls and young women.

Rebecca Court, Head of Marketing at Incremental Group (one of the fund's industry backers) said:

“The Digital Xtra Fund undertakes such important work across Scotland. The team’s commitment to addressing the alarming digital skills gap while also focusing on increasing diversity and inclusivity in the tech sector, a sector where women continue to be underrepresented, is key to everyone’s future success. 

It is vital the corporate sector and government recognise that when we support grassroots initiatives, especially for young people, it is a win-win for communities, industry, and Scotland as a whole.”

Industry support

The fund receives support from donations, sponsorship and grants, and distributes these funds to eligible organisations that advance the use of digital and computing science education in Scotland.

It is currently in negotiations with several companies to increase the level of funding awarded. The Scottish Government has also pledged to match industry support.

The cost of living crisis and economic downturn has put a strain on charities and organisations that support the Fund, and now Kraig Brown, the Fund's Parternship and Development Manager, has called for new partners to invest, especially those in the corporate sector.

Currently, Baillie Gifford, J.P. Morgan, Accenture, ScotlandIS, Skyscanner, and Incremental Group are on board as industry sponsors, amongst others.

Click here to learn more about applying for the 2023-24 grant

“Children don’t need shorter holidays or longer school days. They need more play”

1 April 2021

Margaret McLelland, manager of St Mirin’s Out of School Club –  a recipient of funding from Children in Scotland’s Access to Childcare Fund – explains why play is so fundamental to childhood and learning. This article was originally published by Inspiring Scotland as one of their practitioner guides resources

There has never been a more crucial time for play not only in Scotland but across the world. A global pandemic has deprived children of so many play experiences. Media are covering the “gap” and “loss” of learning and how Scotland might address the impact of “lost learning”.

Our children don’t need more school, reduced holidays, extended educational days. They need more play! Mental health and wellbeing are a priority for our children. This needs to be intact before children even begin the process of learning and what better way to do this than through play?

As manager of an out of school club based in a primary school we have been engaging with the school long before the pandemic. We now recognise there is even more additionality we could offer and bring to the school. As play practitioners and professionals we are highly trained, and our skills and expertise have the potential to enhance the whole school community.

It starts with relationships, from there we build mutual respect between the teaching staff and the play professionals. This has certainly raised the profile and understanding of play by highlighting what can be achieved through play. By this I mean play indoors and especially outdoors, play guided by the playwork principles, play in both its forms of structured and unstructured, play that is spontaneous, self-directed and assists children to meet their own needs, play that involves risk, compromise, negotiation , trust, choice, collaboration and empowerment for children. The teaching staff have an understanding of play to an extent but their educational understanding of play at times does not lend itself to play in the biological sense.

Our play journey

So, we are embarking on a journey to incorporate more play in the school day not only for lower primary years but the whole school. Our initial aim was to enthuse school management that play is a perfect vehicle in which learning unfolds and unravels. Play is the universal language of childhood and enabling playful environments for children provides them with a plethora of opportunities to develop their imagination and curiosity. The physical benefits of play are well known. Play (particularly outdoor play) increases wellbeing, increasing oxygen levels, heart rates, activity levels and obesity but the mental health benefits and development of soft skills enhanced by play are much less well known and understood. As an out of school service, we hoped we might highlight this in the school we operate within.

How to bring more play to your school

We approached our head teacher about the possibility of bringing more play to the school day. Our initial discussions enabled us to recognise the educational drivers, but we were able to introduce how play could provide an excellent platform for learning in a more autonomous way. Together we discussed how we might introduce play and it may have the potential to enhance learning experiences and outcomes for children. Finally, we agreed what was to become a plan! There has been challenges, but we are taking tentative steps towards a more playful school. One such challenge is addressing the view that play is frivolous, it’s what children get to do as a reward or its “messing around”. The complexity of play can mean it can be some of that but professional observations of play can unravel exactly what is being achieved and learned by children even in the “messing around” stages of play.

Our initial attempts at bringing play to the school day were very positive. We started by introducing play professionals to the playground. Children were naturally drawn to these playful adults and engaged almost immediately in active play. To us this was a great introductory starting point not only for the children but for the teaching staff on duty in the playground. We recognised immediately this was play however we realised our intervention style was leading and our preferred state is to be observing and leaving the content and intent of play to the children. But it was a starting point. Even though our team were involved in play our skilled observations told us which children were demonstrating leadership whist others were content to follow. It was also noticed which children were at ease in play whilst others required adult play cues to get involved. The challenge for play professionals was being very aware we were not staying true to our play principles.

However, we promptly agreed this was an excellent stating point on which to build trust with children. So, we viewed this stage as an introduction to play in its simplest form. Our other school involvement was to explore health and wellbeing in playful experiences. This was a one-hour sessions, 5 days per week for small groups of children (max 8) We used play to help children recognise feelings and emotions. Again, this is a more structured type of play but a very worthwhile pilot in which we learned there is most certainly a need for playing more therapeutically with children. Throughout the weeks we introduced the concept of play to the school we were receiving excellent feedback from the school staff team. We engaged in numerous meetings with the head teacher and we laid out our initial plans to bring more play to the school day. We advised the head teacher that this, to us, was a starting point as true play not peppered by outcomes would still achieve and benefit children.

Even in this early stage of our pilot we were able to highlight some children who may need some support to further engage and this finding was echoed by the school as some children were receiving educational support. This highlighted that play can be used to assist children with social and communicative skills which in our play world are as important as academic success.

The challenges and successes

Then COVID and lockdown stopped all of us in our tracks. Since March 2020 we have been unable to further our journey with this. Even being back briefly the restrictions made it impossible to mix certain groups and social distancing meant the whole school physical space and environment prevented us moving forward. The second lockdown came rapidly after the first and today (February 2021) we are hopeful we will be returning to school 15th March. The fantastic news is that St Mirin’s Out of School club has been successful in a major funding bid to the Access to Childcare Fund.

Our application included funding even more play into the school day. We commenced a breakfast and play club which is receiving excellent feedback from families. This funding will also enable us to increase our time working within the school day enabling more play and playing therapeutically to gain best outcomes for our school community. We will also be operating two nights per week 6pm-8pm with our “Simply Play” model. This will very much be guided by our playwork principles of self-directed play.

Our journey has only just begun, and it is new territory for school and out of school to collaborate and work in partnership in such a way. It has had its challenges but for the most part early indications are that this joined-up approach of play and learning can be one of the same thing. Learning through play in all its forms is in my opinion the best method for some children to learn.

Strengthening access and affordability

The Fund provides grants focusing on priority groups most at risk from poverty

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The value of outdoors play-based learning

Inspiring Scotland originally published Margaret's blog in their practitioner guide series

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Manifesto for School Age Childcare

The Scottish Out of School Care Network has published a series of calls

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Families need services that are 'here to stay'

The final report of our CHANGE project sets out how to improve local childcare

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Shetland childcare setting scoops prize

Hame Fae Hame Shetland, funded by the Access to Childcare Fund, has won a major award

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Hope in hard times

Our Manifesto for 2021-26 includes key calls on childcare and the value of play

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Tackling Child Poverty Delivery Plan

The Access to Childcare fund addresses one of the actions highlighted in Every Child, Every Chance

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